Shopville Elementary


Go: Shopville Homepage District Homepage	Shopville Elementary School Comprehensive School Improvement Plan School Assurance Review - School Year 2006 - 2008 The Shopville Elementary School council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework (2004) prior to approval of our plan. Anthony Cress ____________________________ Chairperson, School Council Date Shannon Dick ____________________________ Chairperson, School Planning Committee Date Plan Approved by the School Council: ___________________________ Date School Council Members: Anthony Cress, Principal Rhonda Hewitt, Teacher Natalie Daniels, Parent Wendy Ping, Teacher Kimberly Davis, Teacher Jeff Whitaker, Parent Note: Although the Assurance Certification is not included in the school’s improvement plan, the assurances for the categorical programs should be reviewed by the school council and the school planning committee prior to approval of the plan by the school council. The Assurances for 2004-2005 are in the Comprehensive School Improvement Planning Framework (2004) and can be downloaded from the KDE Web Page at: http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Comprehensive+Improvement+Planning/default.htm COMPREHENSIVE SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY: PLAN SUMMARY The stakeholders of Shopville Elementary School will strive to achieve each of the goals and objectives in the following Comprehensive School Improvement Plan. Throughout each component of the plan, the ultimate goal is to improve teaching and learning in order to fulfill the school’s mission statement of enabling students to become life-long learners and eventually, productive members of society. We will increase our CATS indices in each content area. In addition, achievement gaps for specific subgroups (males, students receiving free/ reduced lunch, students with disabilities) will be decreased and the total number of students scoring at the novice performance level will be reduced. Process summary All stakeholders were involved in the development of this Comprehensive School Improvement Plan. On November 7, 2005, the staff, parent representatives, and members of the central office staff analyzed and disaggregated assessment data. This information assisted the Needs Assessment Team in developing key findings, priority needs, and possible causes and contributing factors. MISSION STATEMENT DEVELOPMENT AND REVIEW Shopville Elementary Mission Statement: The entire staff of Shopville Elementary School accepts the responsibility to facilitate the learning of all students, enabling them to achieve their personal best academically, socially, physically, and emotionally. This will ensure that all students acquire the knowledge necessary for them to function as life-long learners and productive members of society. Our mission statement was originally created in 2001 but has been reviewed and discussed regularly. In October 2005, all staff members reviewed the statement and it was agreed that the current mission statement defines what each of us believes and desires to achieve for each of our students. NEEDS ASSESSMENT PROCESS; PRIORITY NEEDS, CAUSES, GOALS, AND OBJECTIVES; ACHIEVEMENT GAPS The Needs Assessment Committee completed an in-depth self-study utilizing the Standards and Indicators for School Improvement (SISI). The SISI document, assessment data, and teacher and parent surveys were all used to identify the needs and possible causes and contributing factors. The SISI document will continue to guide the work of the Planning Committee and SBDM committees throughout the year. The Needs Assessment committee consisted of: Holly Mounce (special education teacher), Margaret Barron (community member), Dana Isaacs (instructional assistant), Sheryl Cooper (G/T Specialist), Kim Davis (speech pathologist/ SBDM teacher), Shirley Hargis (kindergarten teacher), Roben Haynes (Parent), Bud Meece (Title I teacher), Tracy Rice (1st grade teacher), Molly Dalton (4th grade teacher), Delsie LeMaster (5th grade teacher), Pam Strunk (3rd grade teacher), Stephanie Blevins (2nd grade teacher), and Shannon Dick (curriculum specialist/ building facilitator). On November 2005, the Needs Assessment committee met to begin organizing data into key findings. Members of the committee worked together to analyze each of the Standards and Indicators, compile survey results, and review the achievement gap plan and testing analysis documents developed on Nov.7, 2005. On Nov. 30, 2005, the committee compiled the results into key findings and determined which of the key findings were priority needs. On Dec. 6, 2005, the committee began recording possible causes and contributing factors for the identified priority needs. This work was completed on Dec. 13, 2005 and the Planning Committee was then ready to begin developing goals and objectives along with activities/ strategies to address them. The SBDM Council decided on the priority needs, causes, goals and objectives at the regularly scheduled meeting on January 24, 2006. The council approved the Achievement Gap plan, including the identification of substantive gaps, gap targets, and time schedules for closing the identified gaps, at the November 2005 council meeting. DRAFTS OF ACTION COMPONENTS The Planning committee began work on the action components in early January. The committee consisted of the following members: Joy Ball, FRC Coordinator; Sonia Corder, 2nd grade teacher; Beverly Stringer, 1st grade teacher; Kim Davis, SLP/SBDM member; Susan Doss, 1st grade teacher; Betty Eggers, kindergarten teacher; Rebecca Ford, 3rd grade teacher; Janet New, LMS; Lana Renner, preschool teacher; Robin Gates, 4th grade teacher; Delana Smith, music teacher; Debbie Washam, 2nd grade teacher; and Shannon Dick, building facilitator. The committee met one to two times per week. They finished the draft components on Feb. 27, 2006. Drafts of the action components were reviewed at the February and March 2006 SBDM meetings. ESTIMATES FOR SECTION 7 FUNDING The SBDM Council reviewed estimates for costs and drafts of the Section 7 requests at the March 28, 2006 meeting. INTERNAL REVIEW, EXTERNAL REVIEW, AND PUBLIC PRESENTATION The Review Team consisted of the following members: Rhonda Hewitt, 3rd grade teacher/ SBDM member; Ronda Crawford, STC; Susan Doss, 1st grade teacher; Rebecca Cash, 5th grade teacher; Teresa Roark-Adams, special education liaison; Mary Hendricksen, preschool teacher; Patty Hibbs, kindergarten teacher; Arlene Broyles, instructional assistant; Misty Newberry, 1st grade teacher; Wendy Ping, Title I teacher/ SBDM member; Kristy Nicely, special education teacher; Stephanie Harris, 5th grade teacher; Rebecca Ford, 3rd grade teacher; and Shannon Dick, building facilitator. The Plan will be presented to the community at the April 17, 2006 PTA meeting. There are always parents, teachers, and community members at the PTA meetings. In addition, the plan will be available for review at the school from April 10, 2006 through April 21, 2006. This will be publicized in the newspaper APPROVAL, ADOPTION, AND REVISION OF THE PLAN The SBDM Council at the May 2006 meeting will officially adopt the revised Plan for the 2006-2008 biennium. The Plan will be revised as assessment information is received and analyzed (Nov. of each year). Implementation and Impact Checks will officially be conducted three times per year. However, the plan will be reviewed and monitored at each SBDM Council meeting. ACTION COMPONENT Academic Performance (Standards 1-3) X School District Curriculum, Assessment, Instruction X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Wendy Ping X School Name Shopville Elementary School 440 Current Date 03/27/06 Priority Need Goal In the 2005 KY performance report, our total Academic Index is 65.7, with the following indices in each content area: · Reading 80.8, with 13.21% Novice; Mathematics 50.6, with 50.79% Novice; Social Studies 56.5, with 42.85% Novice; Science 81.1, with 5.66% Novice; Arts and Humanities 56.9, with 38.09% Novice; Practical Living/Vocational Studies 69.7, with 28.57% Novice; and Writing 61.0 with 15.09% Novice portfolios and 26.42% On-Demand Writing; and National NRT index 78.7, with 19.6% of students scoring in the first quartile. Indices in the following content areas will increase by the 2008 CATS assessment: Reading by 4.8 points to 85.6; Mathematics by 21 points to 71.6; Social Studies by 18.4 points to 74.9; Science by 4.7 points to 85.8 Arts and Humanities by 19.6 points to 76.5; PL/VS by 13.2 points to 82.9; Writing by 9.8 points to 70.8; and National NRT by 6 points to 84.6. *Fifth grade accountability areas have been calculated using 2004 data. The following Novice reduction rates will be met by the 2008 CATS assessment: · Reading will reduce by 2.1% to 11.1%; · Mathematics will reduce by 11.5% to 39.3%; · Social Studies will reduce by 9.5% to 33.4%; · Science will be reduced to 5% or below; · Arts and Humanities will be reduced by 8.3% to 29.8%; · PL/VS will be reduced by 5.9% to 22.7%; and · No more than 7% of students will score in the lowest quartile on the National NRT. Causes of the Need Objectives For Reaching the Goal ®Based on the SISI self-study conducted in November 2005, we found the following causes: The curriculum maps are not fully aligned with the Program of Studies, Core Content, and Academic Expectations. (1.1a) Integration of content areas in each grade level is limited. (1.1g) Curriculum maps lack higher order thinking and problem solving skills. (1.1g) ® According to parent surveys sent home in November 2005, the majority of parents are not aware of everything their children will learn during the current school year. (1.1g) ® CATS results show that there were numerous blanks, ones, and zeros on the open response questions in contradiction with the Good Faith Effort Checklists maintained by the test monitors. (2.1f) ® Results from the Test Analysis meeting indicated the following: There is a lack of open response modeling and instruction in all content areas. (3.1a) Lack of content knowledge is a major problem in mathematics. (3.1f) No students scored proficient or distinguished in on-demand writing. (3.1a) Teachers cited lack of modeling, practice, and not teaching to higher levels as causes of low writing scores. (3.1a) Teachers report that more training in on-demand writing and open response would improve student achievement. (6.2f) All students will be instructed through a revised, aligned, intentional, and rigorous curriculum. This curriculum will be based on Core Content 4.0, Program of Studies, and Academic Expectations. Stakeholders will develop an evaluation and assessment plan. The plan will include multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient work. The school’s instructional program will actively engage all students using effective, varied, and research-based practices, i.e.- differentiated instruction, higher order thinking skills, etc. Evidence of Causes Measures of Objectives (Practice and Results) · According to the KPR, scores in subdomains in each content area show inconsistencies. Some subdomains are being taught in great depth while others are being neglected. · The majority of parents indicate that they do not understand what their child will learn during the year. · There is a large discrepancy between the results of the Good Faith Effort Checklist and the KPR report. According to the KPR, there were a high number of blanks, ones, and zeros on the open response portion of the KCCT. · No student scored at the proficient or distinguished level in on-demand writing. A. By August 2007, the curriculum will be aligned and mapped according to Core Content 4.0, Program of Studies, and Academic Expectations. The revised curriculum will assist to increase student achievement on daily work, classroom assessments, and CATS. B. By December 2007, the evaluation and assessment plan will be in place. This plan will contain guidelines for aligning classroom assessments and Depth of Knowledge (DOK), the scrimmage process, and other pertinent assessment information. C. By May 2008, student performance in all content areas will improve as evidenced by the increase in the students performing at the proficient level and the decrease of students scoring at the novice level. Objective A: The school will implement an aligned curriculum that is rigorous, relevant, and intentional. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The staff will receive training in the updated Core Content 4.0, revised Program of Studies, and Depth of Knowledge (DOK). (1.1a) A Tony Cress Shannon Dick 06/06 12/06 $200 P.D. funds & Job embedded PD (grade level meetings) 2. The staff will align curriculum maps vertically and horizontally according to the revised Program of Studies, Core Content 4.0, and Academic Expectations. The curriculum maps will be utilized in all classrooms, including special education, related arts, and gifted/talented class. (1.1a; 1.1g) A Tony Cress Shannon Dick 06/06 05/08 No funds required Job embedded PD (grade level meetings) 3. Grade level meetings and faculty meetings will be utilized to monitor, evaluate, and revise the curriculum. This will occur no less than monthly. (1.1f) A Tony Cress Shannon Dick 08/06 05/08 No funds required Job embedded PD (grade level & faculty meetings) 4. Fifth grade students will receive daily instruction focusing on Arts and Humanities. This instruction will include open response questions, hands on activities, and lessons coordinated with related arts teachers. (1.1g) A Connie Isaacs 08/06 05/08 $45,000 Title I position 5. Fourth grade students will receive daily instruction in Practical Living/ Vocational Studies and Science. (1.1g) A Connie Isaacs 08/06 05/08 Same as #3 Same as #3 6. All homerooms will have the opportunity to attend two Arts and Humanities productions each year. (1.1g) A Tony Cress 09/06 05/08 $1000 A & H account 7. Research-based materials will be purchased according to the KY textbook adoption schedule. (1.1g) A Tony Cress Betty Eggers 07/06 05/08 $16,572 Textbook allocation 8. ESS instruction will target identified subpopulations (free/reduced lunch, males, students with disabilities) from the Achievement Gap Plan. This instruction will focus on specific student needs. (1.1g) A Lorie Carter 10/06 03/08 Central office allocation ESS funds 9. Fifth grade teachers and the curriculum specialist will participate in curriculum meetings with Northern Middle School teachers in order to ensure vertical articulation. (1.1b) A Tony Cress Shannon Dick 03/06 05/08 No funds required To be completed on March records day 10. Fifth grade students will participate in field trips to Northern Middle School and assemblies with NMS personnel in order to transition smoothly into the sixth grade. Males, students receiving free or reduced lunch, and students with disabilities will be encouraged to attend the Summer Academy at the middle school. (1.1d) A Tony Cress Joy Ball Lorie Carter 03/07 05/08 ESS funds Objective B: Develop and implement a high quality evaluation and assessment plan. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Staff will participate in training on Depth of Knowledge and the relationship between DOK and classroom assessments. This training will include an overview of DOK as well as creating classroom assessments aligned with DOK. (2.1a) B Tony Cress 06/06 05/07 $200 P.D. funds & job embedded PD (grade level meetings) 2. Classroom assessments will be submitted to the principal prior to administration. B Tony Cress 08/06 05/08 No funds required N/A 3. Teachers will collect data on classroom assessments (Nine Week Monitoring Tool and Score Calculator Tool). These will be analyzed during grade level meetings. B Tony Cress 08/06 05/08 No funds required N/A 4. PAR will be administered to all primary students three times per year to identify specific student strengths and weaknesses. (2.1e) B Shannon Dick 08/06 05/08 No funds required N/A 5. PAM will be administered to all K-5th grade students three times per year to identify specific student strengths and weaknesses. (2.1e) B Shannon Dick 08/06 05/08 No funds required N/A 6. Classroom assessments will be developed using the KCCT template provided to each teacher. (2.1a) B Tony Cress Shannon Dick 01/07 On-going No funds required N/A 7. GRADE will be administered to all primary students twice per year. Reluctant readers will be tested midyear. (2.1e) B Shannon Dick Lorie Carter 09/06 05/08 $2000 Provided through KY Read to Achieve (RTA) Grant 8. Staff will be trained in the analysis protocol (modeled after S.C.O.R.E.). B Tony Cress Shannon Dick 07/06 10/06 $75 Job embedded PD (grade level and faculty meetings) 9. Open response questions with rubrics will be regularly included in classroom assessments and analyzed during common planning time. (2.1h) B Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 10. CATS scrimmage testing will be completed no later than Feb. of each school year. (2.1a) B Tony Cress Shannon Dick 02/07 02/08 No funds required N/A 11. Common grade level assessments will be created and analyzed. (2.1b; 2.1e; 2.1h) B Tony Cress Shannon Dick 01/07 05/08 No funds required N/A 12. Teachers will be trained in using the KY performance standards for instruction and assessment. (2.1c; 2.1f) B Tony Cress Shannon Dick 01/07 08/07 No funds required To be scheduled during records days, common planning time, etc. 13. All teachers and selected stakeholders will participate in an in-depth analysis of assessment data. (2.1d) B Tony Cress 11/06 11/07 $200 P.D. funds 14. STAR and STAR Early Literacy will be administered in Aug. of each year and at the conclusion of each grading period. (2.1e) B Ronda Crawford 08/06 05/08 No funds required N/A Objective C: Instructional program includes research-based strategies and engages all students. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Students will receive individualized software instruction through the Breakthrough to Literacy (K-3rd grade) and Plato (K-5th grade). (3.1c; 3.1e) C Shannon Dick Ronda Crawford 08/06 05/08 No funds required BTL provided through grant funds 2. The curriculum committee will regularly research and make adjustments to the curriculum based on scientifically based research. (3.1a; 3.1b; 3.1f) C Shannon Dick Betty Eggers 08/06 05/08 No funds required N/A 3. Teachers will model and provide high quality samples of proficient work to students. (3.1g) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 4. Open response questions will be reflected in lesson plans and will be integrated with the content being taught in the classrooms. (3.1g) C Tony Cress Shannon Dick 09/06 05/08 No funds required N/A 5. Displays of student work will include rubrics and core content demonstrated in the work. (3.1a; 3.1b) C Tony Cress Shannon Dick 10/06 05/08 No funds required N/A 6. Instruction at all grade levels must regularly include manipulatives, real-life applications, and authentic assessment. (3.1a; 3.1c) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 7. Students needing extra assistance in mathematics and reading will receive extra help through one-on-one and/or small group instruction utilizing resources such as Great Leaps, EPS materials, Rhymes & Times, etc. (3.1a) C Bud Meece Wendy Ping Americorps worker Math coach 08/06 05/08 $45-90,000 1-2 Title I positions 8. Content specific vocabulary for each content area will be displayed and regularly reviewed in each classroom. (3.1b) C Shannon Dick 09/06 11/06 $3000 Title I 9. All teachers will receive training on utilizing word walls and appropriate vocabulary activities. (3.1b) C Shannon Dick 08/06 10/06 No funds required Job embedded PD (grade level meetings) 10. AR books, periodicals, and other fiction and non-fiction texts will be purchased to build a strong library collection that address the reading preferences of all students including students with disabilities, males, students receiving free/ reduced lunch, etc. (3.1e; 3.1f) C Tony Cress Janet New 07/06 06/08 15% of total SEEK allocation SEEK 11. Teachers of students below grade level (lowest quartile on NRT, stanines 1-3 on GRADE, novice on the KCCT, low PAR/PAM scores, etc.) will create, follow, and monitor an individual assistance plan for accelerating those students learning. (3.1c) C Tony Cress Shannon Dick 09/06 05/08 No funds required N/A 12. Students will utilize Every Day Math games and manipulatives to better grasp math concepts. (3.1f) C Tony Cress Shannon Dick 08/06 05/08 No funds required (EDM games kits purchased for each classroom in 05/06) N/A 13. Mountain Math and Mountain Language will continue to be implemented in homeroom classes. (3.1A; 3.1b) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A ACTION COMPONENT Learning Environment X School District X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Joy Ball X School Name Shopville Elementary 440 Current Date 03/27/06 Priority Need Goal The school works with families and the community to remove barriers for our students. However, we do not consistently communicate and apply the highest expectations for our students including: academics, attendance, and attitude/ behavior. Self-evaluation and reflection of student achievement, teaching methods and strategies, policies, and professional development are not always used to improve learning and teaching. This is evidenced through our current Accountability Index of 67.8. By June 2007, the school will remove barriers to improve student achievement through better communication with parents, students and the community. Causes of the Need Objectives For Reaching the Goal ®Barriers still exist which hinder the performance of some students. ®Parents are not aware of services available through the school and FRC. In addition, they are not aware of the expectations of their child while at school. A. Parent and staff communication will increase so that all parties will have a better understanding of expectations at each grade level as well as services provided to guarantee that all students meet those expectations. B. Staff will be provided appropriate professional development and parents will be offered workshop opportunities based on student needs. Evidence of Causes Measures of Objectives (Practice and Results) According to parent surveys and transition surveys: Parents are unaware of the expectations of each grade level (4.1b); 98% of our parents feel welcome and respected when come to the school (5.1a); 86% of the parents believe that the school shows that it values students’ academic success (4.1c). ® According to staff and parent surveys, staff and parents need on-going professional development for staff and workshops for parents to continue to increase student success (6.1b). ® By examining the number of students in the proficient range on the KCCT, it is evident that expectations for all students are not at the proficient/ distinguished level. (4.1c) ® Not all classroom teachers send home weekly newsletters (4.1g). ® Professional development needs to be more focused on individual teachers’ needs (6.1a). ® 74% of our students qualify for free or reduced lunch prices (5.1c). ® Most parents do not attend PTA meetings and parent/ teacher conferences (4.1g). A. By January 2007, there will be a 10% increase in parent/staff communication as evidenced through surveys and parent involvement reports. B. By June 2007, all staff will participate in high quality professional development and interested parents will attend workshops as evidenced through sign in sheets and PD/workshop evaluations. Objective A: Increase in home/school communication. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Regularly communicate with parents via progress reports, newsletters, phone calls, home visits, postcards, personal notes and emails, if available. (4.1g) A Tony Cress Joy Ball 08/06 06/08 $500 SEEK 2. Promote parent attendance at open house, parent/teacher conferences, and PTA meetings, especially families of ESS students and those receiving free or reduced lunch. (4.1g; 4.1i) A Joy Ball 08/06 06/08 $100 FRC 3.Teachers will send classroom newsletters home at least one time per month. (4.1g) A Tony Cress 08/06 05/08 No funds required N/A 4. Publicize family involvement opportunities in many ways (local media, newsletters, website, etc.) (4.1i; 4.1j) A Tony Cress Joy Ball 08/06 06/08 No funds required N/A 5. Continue contacts between school and home through home visits, postcards, phone calls, conferences, and letters, focusing on increasing communication with families of ESS students, free/reduced lunch students, and other struggling learners. (4.1g; 4.1i) A Tony Cress Joy Ball 08/06 05/08 $150 SEEK 6. FRC will conduct home visits to families with high absenteeism. (5.1a) A Joy Ball 08/06 05/08 No funds required N/A 7. Parent volunteers will be recruited for assisting students with academic work as well as special events. (5.1d) A Joy Ball Janet New 08/06 05/08 No funds required N/A 8. Students scoring at the proficient and/or distinguished level on CATS will be recognized each year through an awards ceremony. (4.1b; 4.1j) A Tony Cress 11/06 04/08 $500 Activity Account PTA Objective B: High quality PD for teachers and appropriate workshops for parents will be provided. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. All teachers will participate on SBDM committees, all of which will focus on the goal of improving student success. (5.1c) B Tony Cress 09/06 05/08 No funds required N/A 2. All teachers will complete a professional growth plan each year, focusing on instructional and leadership capacities. (6.1a) B Tony Cress 04/06 12/08 No funds required N/A 3. The school-wide PD plan will be revised according to the most current assessment data. (6.1d; 6.1f) B Tony Cress 11/06 11/08 No funds required N/A ACTION COMPONENT Efficiency X School District X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Ronda Crawford X School Name Shopville Elementary School Current Date 03/27/06 Priority Need Goal According to the self-study of the Standards and Indicators for School Improvement, governance issues are not refined to maximize student success: SBDM committees do not consistently focus on student achievement; SBDM policies do not always address the use of data to make collaborative academic decisions; Most policies are in place, however some additional policies would improve the organization of the school. The SBDM Council/ Committees will ensure that all instructional decisions support teaching/ learning, high performance expectations, and a positive learning culture; and maximize the use of time, available space, and other resources to guarantee high student and staff performance. Causes of the Need Objectives For Reaching the Goal Not all stakeholders are aware of SBDM policies. Some policies still need to be developed. There is not a school-wide management program in place. A. All SBDM policies will be reviewed to ensure that each of them has an intentional focus on student achievement. B. Placements, schedules, and all other pertinent resources will be identified and in place to maximize teaching and learning and support high student and staff performances. C. The Comprehensive School Improvement Plan will communicate a clear purpose, direction, and action plan focusing on teaching and learning. Evidence of Causes Measures of Objectives (Practice and Results) ® According to staff surveys and SBDM policies: · Not all policies that are revised and updated are shared with stakeholders (7.1i). · Staff surveys indicate that 24% of teachers feel our school does not have clear rules as to how students will behave (7.1g). ® SBDM policies do not include: a discipline and classroom management policy, a curriculum policy articulating specific procedures to address development, alignment, transitions, etc., and an assessment policy (7.1i). ®As a result of SBDM committee meetings following up on the data analysis day, it was determined that all teachers do not have copies of the SBDM policies, curricular documents, and all other relevant documentation. A. By May 2007, all SBDM policies will be reviewed and revised, if needed, to ensure that all policies have an intentional focus on student achievement. B. By August of each year, placements, schedules, and other pertinent resources will be identified and in place to maximize teaching and learning and support high student and staff performances. C. By January 2007, the comprehensive school improvement plan will be revised based on the most current assessment data. The plan will communicate a clear purpose, direction, and action plan focusing on teaching and learning. Objective A: SBDM policies will be reviewed and revised. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The SBDM Council will develop, review, and revise policies according to state policies and the best practice checklist. (7.1i) A Tony Cress 08/06 02/07 No funds required N/A 2. The SBDM Council will make all existing policies and revisions available to all stakeholders via website and staff manuals. (7.1I) A Tony Cress Ronda Crawford 02/07 04/07 No funds required N/A Objective B: Placements, schedules, and other resources will be in place. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The Student/ Parent handbook will be updated annually to inform parents of changes in policies and procedures. (7.1I) B Tony Cress Joy Ball 07/06 07/07 $500 SEEK 2. All teachers will be provided with a binder containing updated SBDM policies and procedures, grade level curriculum documents, and other pertinent documents and forms. (7.1I) B Tony Cress Shannon Dick 08/06 08/08 $200 CAP and SEEK 3. Students, parents, and staff will be trained on KYCID, a school wide discipline and classroom management policy. (7.1h) B Tony Cress 07/06 12/06 $300 PD 4. Stakeholders will implement KYCID throughout the school. (7.1h) B Tony Cress 08/06 05/08 No funds required N/A 5. School wide discipline expectations will be displayed throughout the building (classrooms, hallways, cafeteria, gym, etc.). (7.1h) B Tony Cress Joy Ball 08/06 05/08 $200 SEEK Objective C: CSIP will communicate a clear purpose, direction, and action plan. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Copies of the CSIP will be available to all stakeholders via the website. C Ronda Crawford 08/06 06/08 No funds required N/A 2. The plan will be revised as new assessment data becomes available. (9.2a, 9.2b, 9.3b) C Building Facilitator 11/06 05/08 No funds required N/A 3. Implementation and Impact checks will be completed according to the district schedule. (9.4b, 9.5c, 9.6b) C Building Facilitator 09/06 05/08 No funds required N/A

Shopville Elementary School

Comprehensive School Improvement Plan

School Assurance Review - School Year 2006 - 2008

The Shopville Elementary School council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework (2004) prior to approval of our plan. Anthony Cress ____________________________ Chairperson, School Council Date Shannon Dick ____________________________ Chairperson, School Planning Committee Date Plan Approved by the School Council: ___________________________ Date School Council Members: Anthony Cress, Principal Rhonda Hewitt, Teacher Natalie Daniels, Parent Wendy Ping, Teacher Kimberly Davis, Teacher Jeff Whitaker, Parent Note: Although the Assurance Certification is not included in the school’s improvement plan, the assurances for the categorical programs should be reviewed by the school council and the school planning committee prior to approval of the plan by the school council. The Assurances for 2004-2005 are in the Comprehensive School Improvement Planning Framework (2004) and can be downloaded from the KDE Web Page at: http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/Comprehensive+Improvement+Planning/default.htm COMPREHENSIVE SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY: PLAN SUMMARY The stakeholders of Shopville Elementary School will strive to achieve each of the goals and objectives in the following Comprehensive School Improvement Plan. Throughout each component of the plan, the ultimate goal is to improve teaching and learning in order to fulfill the school’s mission statement of enabling students to become life-long learners and eventually, productive members of society. We will increase our CATS indices in each content area. In addition, achievement gaps for specific subgroups (males, students receiving free/ reduced lunch, students with disabilities) will be decreased and the total number of students scoring at the novice performance level will be reduced. Process summary All stakeholders were involved in the development of this Comprehensive School Improvement Plan. On November 7, 2005, the staff, parent representatives, and members of the central office staff analyzed and disaggregated assessment data. This information assisted the Needs Assessment Team in developing key findings, priority needs, and possible causes and contributing factors. MISSION STATEMENT DEVELOPMENT AND REVIEW Shopville Elementary Mission Statement: The entire staff of Shopville Elementary School accepts the responsibility to facilitate the learning of all students, enabling them to achieve their personal best academically, socially, physically, and emotionally. This will ensure that all students acquire the knowledge necessary for them to function as life-long learners and productive members of society. Our mission statement was originally created in 2001 but has been reviewed and discussed regularly. In October 2005, all staff members reviewed the statement and it was agreed that the current mission statement defines what each of us believes and desires to achieve for each of our students. NEEDS ASSESSMENT PROCESS; PRIORITY NEEDS, CAUSES, GOALS, AND OBJECTIVES; ACHIEVEMENT GAPS The Needs Assessment Committee completed an in-depth self-study utilizing the Standards and Indicators for School Improvement (SISI). The SISI document, assessment data, and teacher and parent surveys were all used to identify the needs and possible causes and contributing factors. The SISI document will continue to guide the work of the Planning Committee and SBDM committees throughout the year. The Needs Assessment committee consisted of: Holly Mounce (special education teacher), Margaret Barron (community member), Dana Isaacs (instructional assistant), Sheryl Cooper (G/T Specialist), Kim Davis (speech pathologist/ SBDM teacher), Shirley Hargis (kindergarten teacher), Roben Haynes (Parent), Bud Meece (Title I teacher), Tracy Rice (1st grade teacher), Molly Dalton (4th grade teacher), Delsie LeMaster (5th grade teacher), Pam Strunk (3rd grade teacher), Stephanie Blevins (2nd grade teacher), and Shannon Dick (curriculum specialist/ building facilitator). On November 2005, the Needs Assessment committee met to begin organizing data into key findings. Members of the committee worked together to analyze each of the Standards and Indicators, compile survey results, and review the achievement gap plan and testing analysis documents developed on Nov.7, 2005. On Nov. 30, 2005, the committee compiled the results into key findings and determined which of the key findings were priority needs. On Dec. 6, 2005, the committee began recording possible causes and contributing factors for the identified priority needs. This work was completed on Dec. 13, 2005 and the Planning Committee was then ready to begin developing goals and objectives along with activities/ strategies to address them. The SBDM Council decided on the priority needs, causes, goals and objectives at the regularly scheduled meeting on January 24, 2006. The council approved the Achievement Gap plan, including the identification of substantive gaps, gap targets, and time schedules for closing the identified gaps, at the November 2005 council meeting. DRAFTS OF ACTION COMPONENTS The Planning committee began work on the action components in early January. The committee consisted of the following members: Joy Ball, FRC Coordinator; Sonia Corder, 2nd grade teacher; Beverly Stringer, 1st grade teacher; Kim Davis, SLP/SBDM member; Susan Doss, 1st grade teacher; Betty Eggers, kindergarten teacher; Rebecca Ford, 3rd grade teacher; Janet New, LMS; Lana Renner, preschool teacher; Robin Gates, 4th grade teacher; Delana Smith, music teacher; Debbie Washam, 2nd grade teacher; and Shannon Dick, building facilitator. The committee met one to two times per week. They finished the draft components on Feb. 27, 2006. Drafts of the action components were reviewed at the February and March 2006 SBDM meetings. ESTIMATES FOR SECTION 7 FUNDING The SBDM Council reviewed estimates for costs and drafts of the Section 7 requests at the March 28, 2006 meeting. INTERNAL REVIEW, EXTERNAL REVIEW, AND PUBLIC PRESENTATION The Review Team consisted of the following members: Rhonda Hewitt, 3rd grade teacher/ SBDM member; Ronda Crawford, STC; Susan Doss, 1st grade teacher; Rebecca Cash, 5th grade teacher; Teresa Roark-Adams, special education liaison; Mary Hendricksen, preschool teacher; Patty Hibbs, kindergarten teacher; Arlene Broyles, instructional assistant; Misty Newberry, 1st grade teacher; Wendy Ping, Title I teacher/ SBDM member; Kristy Nicely, special education teacher; Stephanie Harris, 5th grade teacher; Rebecca Ford, 3rd grade teacher; and Shannon Dick, building facilitator. The Plan will be presented to the community at the April 17, 2006 PTA meeting. There are always parents, teachers, and community members at the PTA meetings. In addition, the plan will be available for review at the school from April 10, 2006 through April 21, 2006. This will be publicized in the newspaper APPROVAL, ADOPTION, AND REVISION OF THE PLAN The SBDM Council at the May 2006 meeting will officially adopt the revised Plan for the 2006-2008 biennium. The Plan will be revised as assessment information is received and analyzed (Nov. of each year). Implementation and Impact Checks will officially be conducted three times per year. However, the plan will be reviewed and monitored at each SBDM Council meeting. ACTION COMPONENT Academic Performance (Standards 1-3) X School District Curriculum, Assessment, Instruction X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Wendy Ping X School Name Shopville Elementary School 440 Current Date 03/27/06 Priority Need Goal In the 2005 KY performance report, our total Academic Index is 65.7, with the following indices in each content area: · Reading 80.8, with 13.21% Novice; Mathematics 50.6, with 50.79% Novice; Social Studies 56.5, with 42.85% Novice; Science 81.1, with 5.66% Novice; Arts and Humanities 56.9, with 38.09% Novice; Practical Living/Vocational Studies 69.7, with 28.57% Novice; and Writing 61.0 with 15.09% Novice portfolios and 26.42% On-Demand Writing; and National NRT index 78.7, with 19.6% of students scoring in the first quartile. Indices in the following content areas will increase by the 2008 CATS assessment: Reading by 4.8 points to 85.6; Mathematics by 21 points to 71.6; Social Studies by 18.4 points to 74.9; Science by 4.7 points to 85.8 Arts and Humanities by 19.6 points to 76.5; PL/VS by 13.2 points to 82.9; Writing by 9.8 points to 70.8; and National NRT by 6 points to 84.6. *Fifth grade accountability areas have been calculated using 2004 data. The following Novice reduction rates will be met by the 2008 CATS assessment: · Reading will reduce by 2.1% to 11.1%; · Mathematics will reduce by 11.5% to 39.3%; · Social Studies will reduce by 9.5% to 33.4%; · Science will be reduced to 5% or below; · Arts and Humanities will be reduced by 8.3% to 29.8%; · PL/VS will be reduced by 5.9% to 22.7%; and · No more than 7% of students will score in the lowest quartile on the National NRT. Causes of the Need Objectives For Reaching the Goal ®Based on the SISI self-study conducted in November 2005, we found the following causes: The curriculum maps are not fully aligned with the Program of Studies, Core Content, and Academic Expectations. (1.1a) Integration of content areas in each grade level is limited. (1.1g) Curriculum maps lack higher order thinking and problem solving skills. (1.1g) ® According to parent surveys sent home in November 2005, the majority of parents are not aware of everything their children will learn during the current school year. (1.1g) ® CATS results show that there were numerous blanks, ones, and zeros on the open response questions in contradiction with the Good Faith Effort Checklists maintained by the test monitors. (2.1f) ® Results from the Test Analysis meeting indicated the following: There is a lack of open response modeling and instruction in all content areas. (3.1a) Lack of content knowledge is a major problem in mathematics. (3.1f) No students scored proficient or distinguished in on-demand writing. (3.1a) Teachers cited lack of modeling, practice, and not teaching to higher levels as causes of low writing scores. (3.1a) Teachers report that more training in on-demand writing and open response would improve student achievement. (6.2f) All students will be instructed through a revised, aligned, intentional, and rigorous curriculum. This curriculum will be based on Core Content 4.0, Program of Studies, and Academic Expectations. Stakeholders will develop an evaluation and assessment plan. The plan will include multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient work. The school’s instructional program will actively engage all students using effective, varied, and research-based practices, i.e.- differentiated instruction, higher order thinking skills, etc. Evidence of Causes Measures of Objectives (Practice and Results) · According to the KPR, scores in subdomains in each content area show inconsistencies. Some subdomains are being taught in great depth while others are being neglected. · The majority of parents indicate that they do not understand what their child will learn during the year. · There is a large discrepancy between the results of the Good Faith Effort Checklist and the KPR report. According to the KPR, there were a high number of blanks, ones, and zeros on the open response portion of the KCCT. · No student scored at the proficient or distinguished level in on-demand writing. A. By August 2007, the curriculum will be aligned and mapped according to Core Content 4.0, Program of Studies, and Academic Expectations. The revised curriculum will assist to increase student achievement on daily work, classroom assessments, and CATS. B. By December 2007, the evaluation and assessment plan will be in place. This plan will contain guidelines for aligning classroom assessments and Depth of Knowledge (DOK), the scrimmage process, and other pertinent assessment information. C. By May 2008, student performance in all content areas will improve as evidenced by the increase in the students performing at the proficient level and the decrease of students scoring at the novice level. Objective A: The school will implement an aligned curriculum that is rigorous, relevant, and intentional. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The staff will receive training in the updated Core Content 4.0, revised Program of Studies, and Depth of Knowledge (DOK). (1.1a) A Tony Cress Shannon Dick 06/06 12/06 $200 P.D. funds & Job embedded PD (grade level meetings) 2. The staff will align curriculum maps vertically and horizontally according to the revised Program of Studies, Core Content 4.0, and Academic Expectations. The curriculum maps will be utilized in all classrooms, including special education, related arts, and gifted/talented class. (1.1a; 1.1g) A Tony Cress Shannon Dick 06/06 05/08 No funds required Job embedded PD (grade level meetings) 3. Grade level meetings and faculty meetings will be utilized to monitor, evaluate, and revise the curriculum. This will occur no less than monthly. (1.1f) A Tony Cress Shannon Dick 08/06 05/08 No funds required Job embedded PD (grade level & faculty meetings) 4. Fifth grade students will receive daily instruction focusing on Arts and Humanities. This instruction will include open response questions, hands on activities, and lessons coordinated with related arts teachers. (1.1g) A Connie Isaacs 08/06 05/08 $45,000 Title I position 5. Fourth grade students will receive daily instruction in Practical Living/ Vocational Studies and Science. (1.1g) A Connie Isaacs 08/06 05/08 Same as #3 Same as #3 6. All homerooms will have the opportunity to attend two Arts and Humanities productions each year. (1.1g) A Tony Cress 09/06 05/08 $1000 A & H account 7. Research-based materials will be purchased according to the KY textbook adoption schedule. (1.1g) A Tony Cress Betty Eggers 07/06 05/08 $16,572 Textbook allocation 8. ESS instruction will target identified subpopulations (free/reduced lunch, males, students with disabilities) from the Achievement Gap Plan. This instruction will focus on specific student needs. (1.1g) A Lorie Carter 10/06 03/08 Central office allocation ESS funds 9. Fifth grade teachers and the curriculum specialist will participate in curriculum meetings with Northern Middle School teachers in order to ensure vertical articulation. (1.1b) A Tony Cress Shannon Dick 03/06 05/08 No funds required To be completed on March records day 10. Fifth grade students will participate in field trips to Northern Middle School and assemblies with NMS personnel in order to transition smoothly into the sixth grade. Males, students receiving free or reduced lunch, and students with disabilities will be encouraged to attend the Summer Academy at the middle school. (1.1d) A Tony Cress Joy Ball Lorie Carter 03/07 05/08 ESS funds Objective B: Develop and implement a high quality evaluation and assessment plan. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Staff will participate in training on Depth of Knowledge and the relationship between DOK and classroom assessments. This training will include an overview of DOK as well as creating classroom assessments aligned with DOK. (2.1a) B Tony Cress 06/06 05/07 $200 P.D. funds & job embedded PD (grade level meetings) 2. Classroom assessments will be submitted to the principal prior to administration. B Tony Cress 08/06 05/08 No funds required N/A 3. Teachers will collect data on classroom assessments (Nine Week Monitoring Tool and Score Calculator Tool). These will be analyzed during grade level meetings. B Tony Cress 08/06 05/08 No funds required N/A 4. PAR will be administered to all primary students three times per year to identify specific student strengths and weaknesses. (2.1e) B Shannon Dick 08/06 05/08 No funds required N/A 5. PAM will be administered to all K-5th grade students three times per year to identify specific student strengths and weaknesses. (2.1e) B Shannon Dick 08/06 05/08 No funds required N/A 6. Classroom assessments will be developed using the KCCT template provided to each teacher. (2.1a) B Tony Cress Shannon Dick 01/07 On-going No funds required N/A 7. GRADE will be administered to all primary students twice per year. Reluctant readers will be tested midyear. (2.1e) B Shannon Dick Lorie Carter 09/06 05/08 $2000 Provided through KY Read to Achieve (RTA) Grant 8. Staff will be trained in the analysis protocol (modeled after S.C.O.R.E.). B Tony Cress Shannon Dick 07/06 10/06 $75 Job embedded PD (grade level and faculty meetings) 9. Open response questions with rubrics will be regularly included in classroom assessments and analyzed during common planning time. (2.1h) B Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 10. CATS scrimmage testing will be completed no later than Feb. of each school year. (2.1a) B Tony Cress Shannon Dick 02/07 02/08 No funds required N/A 11. Common grade level assessments will be created and analyzed. (2.1b; 2.1e; 2.1h) B Tony Cress Shannon Dick 01/07 05/08 No funds required N/A 12. Teachers will be trained in using the KY performance standards for instruction and assessment. (2.1c; 2.1f) B Tony Cress Shannon Dick 01/07 08/07 No funds required To be scheduled during records days, common planning time, etc. 13. All teachers and selected stakeholders will participate in an in-depth analysis of assessment data. (2.1d) B Tony Cress 11/06 11/07 $200 P.D. funds 14. STAR and STAR Early Literacy will be administered in Aug. of each year and at the conclusion of each grading period. (2.1e) B Ronda Crawford 08/06 05/08 No funds required N/A Objective C: Instructional program includes research-based strategies and engages all students. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Students will receive individualized software instruction through the Breakthrough to Literacy (K-3rd grade) and Plato (K-5th grade). (3.1c; 3.1e) C Shannon Dick Ronda Crawford 08/06 05/08 No funds required BTL provided through grant funds 2. The curriculum committee will regularly research and make adjustments to the curriculum based on scientifically based research. (3.1a; 3.1b; 3.1f) C Shannon Dick Betty Eggers 08/06 05/08 No funds required N/A 3. Teachers will model and provide high quality samples of proficient work to students. (3.1g) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 4. Open response questions will be reflected in lesson plans and will be integrated with the content being taught in the classrooms. (3.1g) C Tony Cress Shannon Dick 09/06 05/08 No funds required N/A 5. Displays of student work will include rubrics and core content demonstrated in the work. (3.1a; 3.1b) C Tony Cress Shannon Dick 10/06 05/08 No funds required N/A 6. Instruction at all grade levels must regularly include manipulatives, real-life applications, and authentic assessment. (3.1a; 3.1c) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A 7. Students needing extra assistance in mathematics and reading will receive extra help through one-on-one and/or small group instruction utilizing resources such as Great Leaps, EPS materials, Rhymes & Times, etc. (3.1a) C Bud Meece Wendy Ping Americorps worker Math coach 08/06 05/08 $45-90,000 1-2 Title I positions 8. Content specific vocabulary for each content area will be displayed and regularly reviewed in each classroom. (3.1b) C Shannon Dick 09/06 11/06 $3000 Title I 9. All teachers will receive training on utilizing word walls and appropriate vocabulary activities. (3.1b) C Shannon Dick 08/06 10/06 No funds required Job embedded PD (grade level meetings) 10. AR books, periodicals, and other fiction and non-fiction texts will be purchased to build a strong library collection that address the reading preferences of all students including students with disabilities, males, students receiving free/ reduced lunch, etc. (3.1e; 3.1f) C Tony Cress Janet New 07/06 06/08 15% of total SEEK allocation SEEK 11. Teachers of students below grade level (lowest quartile on NRT, stanines 1-3 on GRADE, novice on the KCCT, low PAR/PAM scores, etc.) will create, follow, and monitor an individual assistance plan for accelerating those students learning. (3.1c) C Tony Cress Shannon Dick 09/06 05/08 No funds required N/A 12. Students will utilize Every Day Math games and manipulatives to better grasp math concepts. (3.1f) C Tony Cress Shannon Dick 08/06 05/08 No funds required (EDM games kits purchased for each classroom in 05/06) N/A 13. Mountain Math and Mountain Language will continue to be implemented in homeroom classes. (3.1A; 3.1b) C Tony Cress Shannon Dick 08/06 05/08 No funds required N/A ACTION COMPONENT Learning Environment X School District X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Joy Ball X School Name Shopville Elementary 440 Current Date 03/27/06 Priority Need Goal The school works with families and the community to remove barriers for our students. However, we do not consistently communicate and apply the highest expectations for our students including: academics, attendance, and attitude/ behavior. Self-evaluation and reflection of student achievement, teaching methods and strategies, policies, and professional development are not always used to improve learning and teaching. This is evidenced through our current Accountability Index of 67.8. By June 2007, the school will remove barriers to improve student achievement through better communication with parents, students and the community. Causes of the Need Objectives For Reaching the Goal ®Barriers still exist which hinder the performance of some students. ®Parents are not aware of services available through the school and FRC. In addition, they are not aware of the expectations of their child while at school. A. Parent and staff communication will increase so that all parties will have a better understanding of expectations at each grade level as well as services provided to guarantee that all students meet those expectations. B. Staff will be provided appropriate professional development and parents will be offered workshop opportunities based on student needs. Evidence of Causes Measures of Objectives (Practice and Results) According to parent surveys and transition surveys: Parents are unaware of the expectations of each grade level (4.1b); 98% of our parents feel welcome and respected when come to the school (5.1a); 86% of the parents believe that the school shows that it values students’ academic success (4.1c). ® According to staff and parent surveys, staff and parents need on-going professional development for staff and workshops for parents to continue to increase student success (6.1b). ® By examining the number of students in the proficient range on the KCCT, it is evident that expectations for all students are not at the proficient/ distinguished level. (4.1c) ® Not all classroom teachers send home weekly newsletters (4.1g). ® Professional development needs to be more focused on individual teachers’ needs (6.1a). ® 74% of our students qualify for free or reduced lunch prices (5.1c). ® Most parents do not attend PTA meetings and parent/ teacher conferences (4.1g). A. By January 2007, there will be a 10% increase in parent/staff communication as evidenced through surveys and parent involvement reports. B. By June 2007, all staff will participate in high quality professional development and interested parents will attend workshops as evidenced through sign in sheets and PD/workshop evaluations. Objective A: Increase in home/school communication. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Regularly communicate with parents via progress reports, newsletters, phone calls, home visits, postcards, personal notes and emails, if available. (4.1g) A Tony Cress Joy Ball 08/06 06/08 $500 SEEK 2. Promote parent attendance at open house, parent/teacher conferences, and PTA meetings, especially families of ESS students and those receiving free or reduced lunch. (4.1g; 4.1i) A Joy Ball 08/06 06/08 $100 FRC 3.Teachers will send classroom newsletters home at least one time per month. (4.1g) A Tony Cress 08/06 05/08 No funds required N/A 4. Publicize family involvement opportunities in many ways (local media, newsletters, website, etc.) (4.1i; 4.1j) A Tony Cress Joy Ball 08/06 06/08 No funds required N/A 5. Continue contacts between school and home through home visits, postcards, phone calls, conferences, and letters, focusing on increasing communication with families of ESS students, free/reduced lunch students, and other struggling learners. (4.1g; 4.1i) A Tony Cress Joy Ball 08/06 05/08 $150 SEEK 6. FRC will conduct home visits to families with high absenteeism. (5.1a) A Joy Ball 08/06 05/08 No funds required N/A 7. Parent volunteers will be recruited for assisting students with academic work as well as special events. (5.1d) A Joy Ball Janet New 08/06 05/08 No funds required N/A 8. Students scoring at the proficient and/or distinguished level on CATS will be recognized each year through an awards ceremony. (4.1b; 4.1j) A Tony Cress 11/06 04/08 $500 Activity Account PTA Objective B: High quality PD for teachers and appropriate workshops for parents will be provided. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. All teachers will participate on SBDM committees, all of which will focus on the goal of improving student success. (5.1c) B Tony Cress 09/06 05/08 No funds required N/A 2. All teachers will complete a professional growth plan each year, focusing on instructional and leadership capacities. (6.1a) B Tony Cress 04/06 12/08 No funds required N/A 3. The school-wide PD plan will be revised according to the most current assessment data. (6.1d; 6.1f) B Tony Cress 11/06 11/08 No funds required N/A ACTION COMPONENT Efficiency X School District X Preliminary Revised District Name Pulaski County Schools 501 Component Manager Ronda Crawford X School Name Shopville Elementary School Current Date 03/27/06 Priority Need Goal According to the self-study of the Standards and Indicators for School Improvement, governance issues are not refined to maximize student success: SBDM committees do not consistently focus on student achievement; SBDM policies do not always address the use of data to make collaborative academic decisions; Most policies are in place, however some additional policies would improve the organization of the school. The SBDM Council/ Committees will ensure that all instructional decisions support teaching/ learning, high performance expectations, and a positive learning culture; and maximize the use of time, available space, and other resources to guarantee high student and staff performance. Causes of the Need Objectives For Reaching the Goal Not all stakeholders are aware of SBDM policies. Some policies still need to be developed. There is not a school-wide management program in place. A. All SBDM policies will be reviewed to ensure that each of them has an intentional focus on student achievement. B. Placements, schedules, and all other pertinent resources will be identified and in place to maximize teaching and learning and support high student and staff performances. C. The Comprehensive School Improvement Plan will communicate a clear purpose, direction, and action plan focusing on teaching and learning. Evidence of Causes Measures of Objectives (Practice and Results) ® According to staff surveys and SBDM policies: · Not all policies that are revised and updated are shared with stakeholders (7.1i). · Staff surveys indicate that 24% of teachers feel our school does not have clear rules as to how students will behave (7.1g). ® SBDM policies do not include: a discipline and classroom management policy, a curriculum policy articulating specific procedures to address development, alignment, transitions, etc., and an assessment policy (7.1i). ®As a result of SBDM committee meetings following up on the data analysis day, it was determined that all teachers do not have copies of the SBDM policies, curricular documents, and all other relevant documentation. A. By May 2007, all SBDM policies will be reviewed and revised, if needed, to ensure that all policies have an intentional focus on student achievement. B. By August of each year, placements, schedules, and other pertinent resources will be identified and in place to maximize teaching and learning and support high student and staff performances. C. By January 2007, the comprehensive school improvement plan will be revised based on the most current assessment data. The plan will communicate a clear purpose, direction, and action plan focusing on teaching and learning. Objective A: SBDM policies will be reviewed and revised. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The SBDM Council will develop, review, and revise policies according to state policies and the best practice checklist. (7.1i) A Tony Cress 08/06 02/07 No funds required N/A 2. The SBDM Council will make all existing policies and revisions available to all stakeholders via website and staff manuals. (7.1I) A Tony Cress Ronda Crawford 02/07 04/07 No funds required N/A Objective B: Placements, schedules, and other resources will be in place. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. The Student/ Parent handbook will be updated annually to inform parents of changes in policies and procedures. (7.1I) B Tony Cress Joy Ball 07/06 07/07 $500 SEEK 2. All teachers will be provided with a binder containing updated SBDM policies and procedures, grade level curriculum documents, and other pertinent documents and forms. (7.1I) B Tony Cress Shannon Dick 08/06 08/08 $200 CAP and SEEK 3. Students, parents, and staff will be trained on KYCID, a school wide discipline and classroom management policy. (7.1h) B Tony Cress 07/06 12/06 $300 PD 4. Stakeholders will implement KYCID throughout the school. (7.1h) B Tony Cress 08/06 05/08 No funds required N/A 5. School wide discipline expectations will be displayed throughout the building (classrooms, hallways, cafeteria, gym, etc.). (7.1h) B Tony Cress Joy Ball 08/06 05/08 $200 SEEK Objective C: CSIP will communicate a clear purpose, direction, and action plan. Activity Measure Responsible Person Start Date End Date Cost Fund Source 1. Copies of the CSIP will be available to all stakeholders via the website. C Ronda Crawford 08/06 06/08 No funds required N/A 2. The plan will be revised as new assessment data becomes available. (9.2a, 9.2b, 9.3b) C Building Facilitator 11/06 05/08 No funds required N/A 3. Implementation and Impact checks will be completed according to the district schedule. (9.4b, 9.5c, 9.6b) C Building Facilitator 09/06 05/08 No funds required N/A

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